Students and Employees with Disabilities Faculty and Staff Postsecondary Institutions Presented by Megan A. Conway, Ph.D. Students with Disabilities as Diverse Learners & Teaching All Students, Reaching All Learners Projects November 17 th, 2008

(when I could be getting another cup of coffee) Photo of man spilling coffee on the sidewalk  CDS and its employees have an obligation to set an example of how disability should be regarded in our community, classrooms and organizations.  It’s the law!

 Visible disabilities  Hidden/invisible disabilities  Nontraditional  English as a second language

Only an adult with a disability has the right to disclose their disability to others. In college, students often choose not to disclose and ask for accommodations, hoping to make in “on their own.” Employees often fear discrimination based on their disability and will choose not to disclose. Photo of Demi Moore and Michael Douglas promoting film “Sex is Power: Disclosure”

 The law posits disability rights as a form of civil rights.  People with disabilities formed a civil rights movement, inspired by that of the 1960s.  The law now asks us to think of disability discrimination like discrimination on the basis of race or gender. Tom Olin photo of the ADAPT demonstration for passage of ADA. Sign reads, “Access is a civil right.”

 Section 504 of the 1973 Rehabilitation Act The first acknowledgment of disability discrimination Agencies receiving federal funds may not discriminate on the basis of disability, including public schools and universities. Tom Olin photo of May '89 ADAPT v. Burnley protest. Sign reads: “I can’t even get to the back of the bus.”

 First comprehensive civil rights law that outlawed disability discrimination in public and private areas.  People with disabilities have the right  to access and participate in public programs and services in which people without disabilities participate.  to jobs for which they are qualified.  You and the institution are responsible for providing accommodations.  Failure to provide accommodations is a form of discrimination.

 “Equal Opportunity”  “Otherwise Qualified”  “Individual Inquiry”  “Reasonable Accommodations”

 Be open to people with disabilities. Create a statement which explicitly states that your class/program is accessible to persons with disabilities. Be open to accommodation requests.  Confidentiality Keep students’/employees records and correspondence with DSS/personnel office secure and confidential. Disability-related information is considered medical information and subject to strict confidentiality rules. Do not mention students’/employees disabilities to other students or colleagues.

 Mitigate the effect a disability has on a person’s ability to learn/work/participate.  NOT reasonable if they compromise course/program content, academic/employment standards.  In short: modify materials, environments and techniques, but not expectations of student learning or employee performance.

Presence of note-takers in your class Extended time on exams Taking exams in a controlled environment/with assistive tech Presence of sign-language interpreters in class Preferential seating arrangements Printed materials in alternate format Clipart of clipboard, “Y” in sign language

 Assistive technology  Personnel support  Interpreters & other communication assistance  Working at home & flexible hours  Flexible job assignments & deadlines  Alternative formats Photo of woman bending leg over head, “Flexibility”

CDS OPE Project Department of Justice: “ADA Questions and Answers” eng02.htm Ohio State University: “Fast Facts for Faculty”